WH.H.1.3 - Analyze cause-and-effect relationships and multiple causations.
WH.H.8.5 - Explain how population growth, urbanization, industrialization, warfare and the global market economy have contributed to changes in the environment (e.g., deforestation, pollution, clear cutting, Ozone depletion, climate change, global warming, industrial emissions and fuel combustion, habitat destruction, etc.)
Science:
EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) past and present.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and deforestation).
EEn.2.7.3 Explain how human activities impact the biosphere.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
Math:
F.IF.4 Interpret functions that arise in applications in terms of the context. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F.IF.6 Interpret functions that arise in applications in terms of the context. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.7 Analyze functions using different representations. Graph functions expressed symbolically and show key features of the graph. Graph linear and quadratic functions and show intercepts, maxima, and minima.
Reading:
RI 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI 10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing:
W 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening:
SL 1. Prepare for and participate in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
SL 4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language:
L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Objectives
1. Students will describe the population growth since the 1700s in their assigned country. 2. Students will determine the potential causes of the population growth in their assigned country. 3. Students will determine the environmental implications of the population growth in their assigned country.
Learning Activities
Human Growth and Environmental Issues Assignment Sheet Day 1: Students will be placed in groups of three. Each group will be assigned a country. Using the websites provided, students will research their assigned country’s population growth. Using this data, students will graph the data and describe their findings. Day 2: Students will continuing working in their assigned groups. Students will use the websites provided to research and suggest potential causes of their country's population growth. Day 3: Students will continue working in their assigned groups. Students will use the websites provided to research and discover environmental implications of their country's population growth. Day 4: Students will use the information gathered during their research to plan and write a cause-effect essay as indicated in the attached assignment sheet. Students will peer edit a classmate's essay. Day 5: Students will work in their groups and create a Slideshare presentation of the key points of their cause-effect essays. Students will present their findings via an oral presentation accompanied by the Slideshare digital presentation.
Integration of App/Tool
Simple Plot: Students will research the data for their particular country. They will enter the data into the table to create their graph. The students will then customize their graph to a linear regression model to show the trend over time. From this data the students can determine the equation for the line of best fit and find the rate of change. They will save the graph along with the data and take a snapshot of their findings. The snapshot can then be placed into their report where they can describe their trend and findings.
Tumblr: Students will post their findings/notes daily on Tumblr. They will also specify what each group member was responsible for during the days work. This will serve as a formative assessment which the teacher will use to keep track of each group's progress or lack thereof. The teacher will be able to correct problems before the final project is turned in. Tumblr posts will also be part of the groups grade as mentioned in the "assignment rubric".
Collaborize Classroom: Used as a type of formative assessment each day. Students will be required to respond to a post each day on Collaborize Classroom dealing with that day’s research. Day 1 Question: (Yes/No with support): My country has grown exponentially and is still doing so. Day 2 Question: (Forum): What would you consider the most important reason for this population growth in your country? Day 3 Question: (Forum): What is the most important environmental implication of this population growth for your particular country?
Evernote: Students will use Evernote to compile their research and write a cause-effect essay. Using Evernote will allow students to type their papers in text form (drawing from their research notes in Tumblr) and include digital artifacts (namely their Simple Plot graph) in their papers. In addition, using Evernote will allow students to use Web Clipper to attach the websites they utilized.Using Evernote will allow students to share their notebooks with a classmate for peer editing. Finally, using Evernote will allow students to easily share their digital notebooks with the instructors (English, math, science, and social studies) for cross-curricular assessment.
Collaboration
Students will collaborate to research their country and find data on its population growth from 1700 to present, on potential causes of its population growth, and environmental implications of its population growth.
Students will collaborate to create a linear regression model to display the data using the Simple Plot app.
Students will collaborate to process the data and describe the trend from 1700 to present.
Students will utilize collaboration via peer editing of their cause-effect essays.
Students will collaborate with group members to create and present a Slideshare presentation depicting the results of their research.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Assessment
Formative assessment (daily via Tumblr posts, Collaborize Classroom)
Students will learn to work collaboratively with others. This is a valued skill in the post-secondary world and workplace.
Students will gain valuable practice using Google Drive, Collaborize Classroom, Evernote, Simple Plot and Tumblr which are valuable Web 2.0 Tools which can use in the post-secondary lives.
Students will gain an understanding of real world issues such as population growth and its effects. Given the fact that we have scarce resources yet unlimited wants and needs, students hopefully become better decision makers in their personal and professional lives.
Students will improve their independent research skills.
Students will improve critical reading, writing, grammatical and speaking skills.
Curriculum Standards
World History:
Science:
Math:
Reading:
Writing:
Speaking and Listening:
Language:
Objectives
1. Students will describe the population growth since the 1700s in their assigned country.2. Students will determine the potential causes of the population growth in their assigned country.
3. Students will determine the environmental implications of the population growth in their assigned country.
Learning Activities
Human Growth and Environmental Issues Assignment SheetDay 1: Students will be placed in groups of three. Each group will be assigned a country. Using the websites provided, students will research their assigned country’s population growth. Using this data, students will graph the data and describe their findings.
Day 2: Students will continuing working in their assigned groups. Students will use the websites provided to research and suggest potential causes of their country's population growth.
Day 3: Students will continue working in their assigned groups. Students will use the websites provided to research and discover environmental implications of their country's population growth.
Day 4: Students will use the information gathered during their research to plan and write a cause-effect essay as indicated in the attached assignment sheet. Students will peer edit a classmate's essay.
Day 5: Students will work in their groups and create a Slideshare presentation of the key points of their cause-effect essays. Students will present their findings via an oral presentation accompanied by the Slideshare digital presentation.
Integration of App/Tool
Simple Plot: Students will research the data for their particular country. They will enter the data into the table to create their graph. The students will then customize their graph to a linear regression model to show the trend over time. From this data the students can determine the equation for the line of best fit and find the rate of change. They will save the graph along with the data and take a snapshot of their findings. The snapshot can then be placed into their report where they can describe their trend and findings.
Tumblr: Students will post their findings/notes daily on Tumblr. They will also specify what each group member was responsible for during the days work. This will serve as a formative assessment which the teacher will use to keep track of each group's progress or lack thereof. The teacher will be able to correct problems before the final project is turned in. Tumblr posts will also be part of the groups grade as mentioned in the "assignment rubric".
Collaborize Classroom: Used as a type of formative assessment each day. Students will be required to respond to a post each day on Collaborize Classroom dealing with that day’s research. Day 1 Question: (Yes/No with support): My country has grown exponentially and is still doing so. Day 2 Question: (Forum): What would you consider the most important reason for this population growth in your country? Day 3 Question: (Forum): What is the most important environmental implication of this population growth for your particular country?
Evernote: Students will use Evernote to compile their research and write a cause-effect essay. Using Evernote will allow students to type their papers in text form (drawing from their research notes in Tumblr) and include digital artifacts (namely their Simple Plot graph) in their papers. In addition, using Evernote will allow students to use Web Clipper to attach the websites they utilized.Using Evernote will allow students to share their notebooks with a classmate for peer editing. Finally, using Evernote will allow students to easily share their digital notebooks with the instructors (English, math, science, and social studies) for cross-curricular assessment.
Collaboration
Students will collaborate to research their country and find data on its population growth from 1700 to present, on potential causes of its population growth, and environmental implications of its population growth.
Students will collaborate to create a linear regression model to display the data using the Simple Plot app.
Students will collaborate to process the data and describe the trend from 1700 to present.
Students will utilize collaboration via peer editing of their cause-effect essays.
Students will collaborate with group members to create and present a Slideshare presentation depicting the results of their research.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Assessment
Materials/Resources
Value Beyond the Classroom
Students will improve their independent research skills.
Students will improve critical reading, writing, grammatical and speaking skills.
Lesson Development Resources/Citations
Standards: http://www.ncpublicschools.org/acre/standards/new-standards/